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Effects of cooperative learning on science achievement and attitude of secondary three students
Author
Low, Gek Chew
Supervisor
Chia, Lian Sai
Abstract
One of the aims of science education is to develop in students skills of understanding and application of scientific concepts and principles. These skills are essential in an increasingly technological world. In school, many students perceived science learning to be mainly learning from textbooks and lectures. For science learning to be more effective and meaningful, teachers should adopt learning strategies such as cooperative learning that promote active student participation and interaction.
The aim of this study was to examine the effects of cooperative learning on students' achievement and attitude in science. The study also sought to investigate the extent to which science achievement was associated with attitude towards science. The sample used in the study was drawn from the 1993 secondary cohort (average age of 15 years) of an average government school. The selected sample consisted of two intact classes. The control group (individualistic learning group) and the experimental group (cooperative learning group) were randomly assigned by tossing a coin. The control group consisted of 37 students, while the experimental group consisted of 40 students. Both groups were taught by the same teacher.
Students' achievement was assessed by a written test, Science Achievement Test (SAT). A 28-item 5-point Likert type scale, Science Attitude Scale (SAS), was used to measure the affective deposition towards science. Both the instruments were administered to both groups of the students at the end of the experimental period. The Science Achievement Test was item-analyzed and its reliability computed.
Analysis of covariance (ANCOVA) was carried out on the posttest achievement scores using the pretest scores as the covariate. The results indicated significant difference between the mean scores of the cooperative learning group and the individualistic learning group. Students in the cooperative learning group outperformed those in the individualistic learning group in terms of content and process skills. High-achieving students in the cooperative learning group showed greater achievement in the mean scores but the result was not significant. Medium-, and low-achieving students in the cooperative learning group attained significantly higher posttest scores than those in the individualistic learning group.
However, the same analysis on the Science Attitude Scale showed no significant difference in attitude towards science between the two groups. Both groups showed favourable or positive attitude towards science. The responses from a short questionnaire given to the experimental group showed that majority of the students favoured the cooperative learning approach rather than the individualistic learning approach. The correlation between the achievement and attitude towards science was non-significant. The correlation was positive but low.
In conclusion, the higher achievement attained by the cooperative learning group seemed to indicate that cooperative learning is a viable alternative learning strategy that could be implemented into existing classrooms.
The aim of this study was to examine the effects of cooperative learning on students' achievement and attitude in science. The study also sought to investigate the extent to which science achievement was associated with attitude towards science. The sample used in the study was drawn from the 1993 secondary cohort (average age of 15 years) of an average government school. The selected sample consisted of two intact classes. The control group (individualistic learning group) and the experimental group (cooperative learning group) were randomly assigned by tossing a coin. The control group consisted of 37 students, while the experimental group consisted of 40 students. Both groups were taught by the same teacher.
Students' achievement was assessed by a written test, Science Achievement Test (SAT). A 28-item 5-point Likert type scale, Science Attitude Scale (SAS), was used to measure the affective deposition towards science. Both the instruments were administered to both groups of the students at the end of the experimental period. The Science Achievement Test was item-analyzed and its reliability computed.
Analysis of covariance (ANCOVA) was carried out on the posttest achievement scores using the pretest scores as the covariate. The results indicated significant difference between the mean scores of the cooperative learning group and the individualistic learning group. Students in the cooperative learning group outperformed those in the individualistic learning group in terms of content and process skills. High-achieving students in the cooperative learning group showed greater achievement in the mean scores but the result was not significant. Medium-, and low-achieving students in the cooperative learning group attained significantly higher posttest scores than those in the individualistic learning group.
However, the same analysis on the Science Attitude Scale showed no significant difference in attitude towards science between the two groups. Both groups showed favourable or positive attitude towards science. The responses from a short questionnaire given to the experimental group showed that majority of the students favoured the cooperative learning approach rather than the individualistic learning approach. The correlation between the achievement and attitude towards science was non-significant. The correlation was positive but low.
In conclusion, the higher achievement attained by the cooperative learning group seemed to indicate that cooperative learning is a viable alternative learning strategy that could be implemented into existing classrooms.
Date Issued
1996
Call Number
Q181 Low
Date Submitted
1996